Team Training, Team Learning, Leadership and Psychology Safety: A Study of Team Training and Team Learning Behavior during a Swedish Military Staff Exercise
- 1 The Swedish National Defence College, Stockholm/Karlstad, Sweden
- 2 The Swedish National Defence College, Stockholm/Karlstad, Sweden
Abstract
The critical dependence of armed forces on teams carrying out tasks in a continuously changing, uncertain and often dangerous environment, raises questions about how to better understand factors that enable or hamper effective team learning. So far there is no developed field of research into team learning in the Swedish Armed Forces. This is the first of several studies within the Swedish Armed Forces to explore and gain a better understanding of team learning. In this first study of team learning we followed a military staff exercise. The theoretical base in this study is Amy Edmondson’s theoretical model for studying and analyzing team learning. The model consists of context support, team leader coaching, team psychology safety and team learning behavior. The results of this study supports the theoretical model of team learning and describe factors that are important for creating good conditions for team learning behavior .
- Argyris, C. (1990). Overcoming organizational defenses: Facilitating organizational learning. Upper Saddle River, NJ: Prentice Hall.
- Agyris, C. (1999). On organizational learning (2nd ed.). Oxford: Blackwell Publishing.
- Argyris, C. (1982). Reasoning, learning and action: Individual and organizational. San Francisco, CA: Jossey-Bass.
- Argyris, C., & Schon, D. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
- Bresó, I., Gracia, F. J., Latorre, F., & Peiró, J. M. (2008). Development and validation of the team learning questionnaire. Comportamento Organizacional e Gestao, 14, 145-160.
- Brown, J. S., & Duguid, P. (2001). Knowledge and organization: A social-practice perspective. Organization Science, 12, 40-57.
- Cannon-Bowers, J. A., Tannenbaum, S. I., Salas, E., & Volpe, C. E. (1995). Defining team competencies and establishing team training requirements. In R. Guzzo, E. Salas, & Associates (Eds.), Team effectiveness and decision making in organizations (pp. 333-380). San Francisco, CA: Jossey-Bass.
- Dewey, J. (1922). Human nature and conduct. New York: Holt.
- Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administration Science Quarterly, 4, 350-383.
- Edmondson, A. C. (2002). The local and variegated nature of learning in organizations: A group-level perspective. Organization Science, 13, 128-146.
- Garavan, T. N., & McCarthy, A. (2008). Collective learning processes and human resource development. Advances in Developing Human Resources, 10, 451.
- Goldstein, I. L., & Ford, J. K. (2002). Training in organizations: Needs assessment, development, and evaluation (4th ed.). Belmont, CA: Wadsworth.
- Hofstede, G., & Hofstede, G. J. (2005). Cultures and organizations—Software of the mind. New York: McGraw-Hill.
- Salas, E., DiazGranados, D., Klein, C. C., Burke, S., Stagl, K. C., Goodwin, G. F., & Halpin, S. M. (2008). Does team training improve team performance? A meta-analysis. Human Factors: The Journal of the Human Factors and Ergonomics Society, 50, 903.
- Senge, P. (2006). The fifth discipline: The art and practice of learning organizations. New York: Random House.
- Stagl, K. C., Salas, E., & Fiore, S. M. (2007). Best practices in cross trainin teams. In D. A. Nembhard (Ed.), Workforce cross training handbook (pp. 156-175). Boca Raton, FL: CRC Press.